Date of Award

4-2016

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Pat Kornelis

Abstract

This action research study examines whether students in a standards-based grading environment are more intrinsically motivated than students in traditional grading environment. Additionally, it examines whether students in a standards-based grading environment exhibit more of a fixed or growth mindset compared to students in a traditional grading environment. The participants were 72 sixth grade students in a standards-based grading classroom environment, and 32 students in a traditional grading-based classroom environment. A survey with statements reflecting students’ intrinsic motivation, extrinsic motivation, fixed mindset, and growth mindset was administered to both groups of students. The survey results suggest that the grading environment, standards-based or traditional, does not account for students’ levels of intrinsic and extrinsic motivation, nor does it predict whether a student has a fixed or growth mindset.

Comments

Action Research Report Submitted in Partial Fulfillment Of the Requirements for the Degree of Master of Education

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